Learning styles and their implications for language teaching : examining my own practice
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Fecha
2011
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
It is well-known that students are diverse in many ways, and the way in which they
Iearn is not an exception. As a practitioner, 1 have had the possibility to work with
relatively small classes, which has made me become more aware of those
differences. At the same time, this has reinforced my belief that learning depends,
among other things, on the right match between the teacher's approach fo instruction
and the students' learning styles. This belief has been underpinned by different
authors who claim that when our students' learning styles harmonize with appropriate
approaches in teaching, their motivation, performances and achievements increase
(Brown, 1994). Qn the other hand, if clashes occur, students are likely to perform
poorly, feel unconfident, and experience considerable anxiety, which might lead fo
certain breakdowns in the teacher-student relationship (Qxford, 2003).
Giveri time constrains, this investigation will focus only on diverse learning styles, to
which there will be reference throughout ah the study. Evidently, learning does not
occur without teaching, at Ieast in a school context which is where this piece of
research is conducted (see section II). That is why teaching methods are explored as part of the theoretical framework.
Notas
Tesis (Magíster en Enseñanza del Inglés como Lengua Extranjera)
Palabras clave
Aprendizaje, Lenguaje y Lenguas, Enseñanza